Evaluating a Brief School-Based Mindfulness Intervention: Insights from Teachers and Facilitators

Mindfulness-based interventions (MBIs) have emerged as a promising way of promoting psychosocial well-being among K-12 students and fostering more positive classroom climates. However, logistical challenges for school-based implementation and a lack of research on facilitator experiences create a critical gap in guidance for feasible real-world application. The present study integrated teacher and program facilitator perspectives on a three-session school-based MBI using surveys and interviews. Data were analyzed using thematic analysis. Findings highlighted post-intervention skill use, the positive impact of physical items on implementation, a need for curriculum variety from year to year, and a lack of accessibility for English language learners. These results, beyond identifying areas of strength and improvement, may inform more feasible, scalable school-based interventions and may help expand equitable access to mental health support for youth in under-resourced school settings.